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H HUDELSON 

ENGLISH 

COMPOSITION 

SCALE 




HUDELSON 



WORLD BOOK COMPANY 



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HUDELSON ENGLISH 
COMPOSITION SCALE 



BY 

EARL HUDELSON, Ph.D. 

PROFESSOR OF SECONDARY EDUCATION 
WEST VIRGINIA UNriVERSITY 




YONKERS-ON-HUDSON, NEW YORK 

WORLD BOOK COMPANY 
1921 



^ 



y 



THE HOUSE OF APPLIED KNOWLEDGE 



WORLD BOOK COMPANY 

M 



Established, 1905, by Caspar W. Hodgson 

Y0NKEE8-0N-HUDS0N, NeW YoEK 

2126 Prairie Avenue, Chicago 

The Hudelson English Coirposition Scale is 
offered in the hope that it will prove a useful 
member of World Book Company's growing 
list of publications in the field of tests and 
measurements, a Ust which now comprises: 

National Intelligence Tests 
Otis Group Intelligence Scale 
Haggerty Intelligence Examination 
Haggerty Reading Examination 
Terman Group Test of Mental Ability 
Courtis Standard Practice Tests in 

Arithmetic 
Otis General Intelligence Examination 
Other tests in preparation 



(^^^■ 



J- JAN -8 192) 



Copyright, 1921, by World Book Company 
AU rights reserved 



■3)CU604885 



INTRODUCTION 

THE Hudelson English Composition Scale will appear 
as the Virginia Supplement to the Hillegas Scale in 
Part II of the Report of the Survey of the Virginia Pub- 
lic Schools, which is now in press. It is here printed 
separately and in advance, because of the repeated re- 
quests that have been made for it. It is believed that 
this scale represents a distinct improvement over the 
scales now available. Mr. Hudelson has worked out 
unusually helpful directions for the use of the scale in 
scoring compositions and also directions for the training 
of scorers through practice on compositions of known 
values. It is a pleasure to commend this scale to teach- 
ers of composition and to others who desire a usable 
measuring instrument in this field. 

M. E. Haggerty 



[v] 



CONTENTS 

SECTION PAGE 

I. Purpose and Use . 1 

II. The Hudelson Scale 4 

III. How TO Use the Hudelson Scale .... 20 

IV. Samples for Practice in Scoring .... 29 



[vii] 



HUDELSON 
ENGLISH COMPOSITION SCALE 

I 

PURPOSE AND USE 

ONE of the convictions growing out of educational 
surveys is the need of a more reUable means of 
evaluating composition ability than the individual judg- 
ments employed by teachers. Efforts at acquainting 
English teachers with the judicial use of existing measur- 
ing devices forces the conclusion that a scale is needed for 
the rank and file of teachers of composition in which the 
steps are uniform throughout. Admirable as the other 
scales are, the uneven steps between the various samples 
render the use of such instruments confusing to teachers 
untrained in the employment of these devices. The 
present scale has been devised to obviate this confusion. 

HOW THE HUDELSON SCALE WAS DEVISED 

The Hudelson Scale is composed of compositions 
written by first-year high school pupils of Virginia during 
the State Educational Survey, in May, 1919. Since these 
compositions were scored on the Nassau County Supple- 
ment,^ which in turn was based upon the Hillegas Scale.^ 
the methods employed in establishing the steps of the 
original scale apply to the steps in the present scale. 

Approximately one thousand Virginia compositions 
were scored on the Nassau County Scale by one experienced 

^ Trabue, M. R., Nassau County Supplement to the Hillegas Scale. 
Bureau of Publications, Teachers College, New York City. 

^ Hillegas, M. B., A Scate for the Measurement of Quality in English 
Composition. Bureau of Publications, Teachers College, New York City, 

[1] 



ENGLISH COMPOSITION SCALE 

scorer. This scorer's reliability was confirmed by testing 
at frequent intervals during the scoring, and, at the end, 
by comparing his scores on random sets of ten composi- 
tions with the median rating of ten other trained scorers. 
His judgment averaged .14 of a scale step from the average 
judgment of the ten trained scorers. One hundred of 
these scored compositions, ranging from the poorest to 
the best, were then selected, and faithfully reproduced in 
mimeographed form; the specimens were shuffled, and 
finally scored by ninety-six composition teachers, most of 
whom had had considerable experience with composition 
standards, and all of whom had just been given two weeks 
of intensive training at Teachers College, New York, in 
the use of the Nassau County Supplement. No teacher's 
scores were counted whose average deviation from the 
true value was more than .5, or a half step, on the Nassau 
Scale. The values accompanying the samples in the 
Hudelson Scale (see pages 4 to 19) represent the median ^ 
judgments of the ninety-six scorers. When two or more 
samples received the same median score, that one was 
selected for the scale upon which the fewest number of 
distinctly erroneous judgments had been made. 

SOURCE OF THE SAMPLES 

The samples which constitute the scale are given on 
the following pages (4 to 19), and directions for the use 
of the scale will be found following the samples (pages 
20 to 27). The first eleven specimens, values 2.0 to 7.0, 
are Virginia compositions. Samples 7.5, 8.0, 8.5, and 
9.5 are selected from Professor E. L. Thorndike's English 

' The median rating is that score above and below which there are 
an equal number of ratings. The values denoted in the margin at 
the left are accurate enough for all practical purposes. The exact 
medians appear at the upper left-hand corner. 

[2] 



PURPOSE AND USE 

Composition — 150 Specimens Arranged for Use in Psy- 
chological and Educational Experiments (Bureau of Publica- 
tions, Teachers College). The values there assigned are 
used here. Example 9.0 is chosen from the Thorndike 
Extension to the Hillegas Scale, with the value there 
assigned. Samples 9.0 and 9.5 are the only specimens in 
the Hudelson Scale not written by school children. 



[3] 



II 

THE HUDELSON SCALE 

2.067 

Sample 1 

The Most Exciting ride I ever had. 

The Most exciting ride I ever had was a Hay 
ride, it was early in the morning when we went 
out on the hay ride it was quite a injoyable trip 

2^^ every one seemed to be so cheerfuly the rode that 
I Iwe were travehng on it was very hilly on of the 
* parties took sick and far a little while no one did 
not think that the Girl were as sick as she was all 
at once she come mence comeplainning so she 
arroused ones curosity we found out that the girl 
were verry ell thought she was going to die. 



[4] 



THE HUDELSON SCALE 

2.50 

Sample 2 

The Most Exciting Ride I Ever Had 

One dag Friends I decided to go car riding my 
friend and myself started. 

2— We was going arromid a sharp curve and an- 
^ other car was coming toward us the driver did 
• not know what to do. The road was so narrow 
we couldn't stop. So the other car ran into us 
and turned us over the bank, and it hurt three 
of my frimses very bad. 



[5] 



ENGLISH COMPOSITION SCALE 

3.00 

Sample 3 

The Most Exerciting I ever Had: 

The Most exercitmg ride I ever had was 
When I was on my way to Petersburg. It was 
one Sunday Morning and two car's full of people 
went to Camp Lee and I was with in the crowd 

3^,^ the car I was in was a Cadalic 8 and a very 
I Ismail boy was driving it, we were runing very 
• fast when we meet a small car and We had a 
great conlusion our car tore the small one all to 
pieces and kill three people whom were in it, 

We took the dead bodies and the man who 
was not killed on to Petersburgh with us and 
there found out who they were. We enjoyed the 
day hugely even if we did have a terrible wreck: 



[6] 



3.5 



THE HUDELSON SCALE 

3.557 

Sample 4. 

The Most Exciting Ride I Ever Had 

Summer before last my sister was going to see 
her girl friend, she lived out in the country, 
forty miles from here, we had a car, so my 
brother said he would take her out there and I 
could go with them, we ask daddy if he cared and 
he, said no. 

So that night about seven thirty we left home, 
and went by town to get some gasoline, then we 
left for the country, we got out of town the roads 
were very bad at first, but we went on. we 
forgot the way out there so we ask someone 
how we could get there, they told us, so we kept 
on, the roads were gradually getting better, we 
got half of the way, then we ask some one else to 
direct us to the road to take, they did, we went 
on as they told us, we got out in the country on 
the wrong road, but we did not know it until we 
ask some one. then brother got mad and jercked 
the car from one side of the road to the other. 
I didn't think we were ever going to get there or 
anywhere else alive, we turned around and went 
back, and took the right road, and got there 
about twelve o'clock, that night 



[7] 



ENGLISH COMPOSITION SCALE 

4.028 

Sample 5 

The Most exciting Ride I ever had. 

It was just after a very hard Rain, and the 
Roads were shppery and muddy. My old friend 
and I honomed a car and started out for a spin. 
We had'nt gone far before we saw that the Road 
swere in no condition for motoring. We kept 
going thougt and never stopped for nothing that 
nnorning. Along about the middle of the evening 
wa saw just ahead of us a lantty slaping hill. 
We though we could make it all right so we started 
thourgh when we reached the middle of the clay 
hill we could'nt go any further we tried and tried 
to get out of the place but all in vain. So we had 
to get down and go all the way home on foot. 
We sent for car the next day and some one had 
took all the tires we had on the car. We soon 
had her right again and ham ben ridding on her 
sence then. 



4.0 



[8] 



4.5 



THE HUDELSON SCALE 

4.509 

Sample 6 

The Most Exciting ride I ever had. 

One day my brother took me to Richmond in 
his racer. We did not go fast zoing down. We 
spent two day in Richmond. We had a good 
time there. 

When we started back my brother said he was 
going to run fast, which he did. 

We were going along about 40 mile an hour, 
when, coming around a short carne we saw an- 
other car coming at about an equal rate of speed. 
We missed him by about six inches. 

After that the road was stright and the speed- 
ometor showed that we were going seventy five 
mile a hour. 

We arrived here just one hour and a half from 
the time we left Richmond. 



[9] 



ENGLISH COMPOSITION SCALE 

5.062 

Sample 7 

The Most Exciting Ride I Ever Had 

It was the afternoon of a day in July that 
we started off in an automobile to go to a place 
about twenty miles away. 

Before we had gotten half way something 
happened to the engine and we couldn't go very 
fast. 

We had nearly gotton to the place where we 
were going when another car with two negroes in 
it got across the road and wouldn't let us pass. 
They pulled out their pistols, and one shot, but 
he did not hit anyone. 

He was just coming over to our car when the 
sheriff happened to come along, and he took the 
two men and carried them away with him, and we 
went on our journey. 

It is very exciting to have anyone to hold you 
up on the road and I think you will find it out if 
you ever have anyone to hold you up. 



5.0 



[10] 



5.5 



THE HUDELSON SCALE 

5.505 

Sample 8 

The Most Exciting Ride I Ever Had. 

One afternoon about five o'clock, a car with 
three boys and two girls stopped in front of my 
house and asked me to go riding. 

When we reached a narrow place in the road at 
a corner, another car was coming towards us but 
we didn't know it until we were about three feet 
away from that car. Both cars were going very 
fast and if the brakes hadn't been in good order, 
we would never have gottened home alive. The 
two cars hit each other and we were thrown out 
of our seats. It didn't really hurt us but we 
were so scared we thought we were hurt. Then 
we backed out of that narrow place and let the 
other car go on. In a few minutes we were on 
our way again. The boy that was driving the 
car never again tried to speed and we were late 
getting home that night. 



[11] 



ENGLISH COMPOSITION SCALE 

5.933 

Sample 9 

The most exciting ride I ever had. 

The most exciting ride I ever had was when we 
first got our Pony. One day we started out, and 
he did very nicely for a while, until he saw a 
automobile and then the fun began. He tried to 
turn around right in the road, and when he found 
that he could not he started to run. There were 
only two of us in the cart, my brother and myself 
and neither were very strong. But we pulled back 
on him for all we were worth, but he seemed to go 
faster instead of stopping. 

After a while the Pony seemed to be getting 
tired, so he slowed down and was soon alright. 
We then began to laugh and thought we had had 
a fine ride and all the excitement that we had 
been wishing for. 



6.0 



[12] 



6.5 



THE HUDELSON SCALE 

6.60 

Sample 10 

The Most Exciting Ride I Ever Had. 

It was a beautiful afternoon in September. The 
air was crisp and bracing and I thought it an 
excellent time for a bicycle ride with my chum, 
so I immediately went after her. 

We started off in the best of spirits, but we had 
hardly reached the bridge when our spirits fell 
rather suddenly. We heard a very familiar sound 
behind us and upon looking back we saw just 
what we expected, my father's bull, coming on 
close behind us. The attraction for the bull 
seemed to be our red ties so we pulled them off 
as we rode and let them fly; but alas! Mine 
caught on the back of my bicycle and the bull 
was so near that it was impossible to stop to take 
it off, so I exerted all my energy in getting over 
the bridge. 

I had never imagined that a bridge could 
possibly be as long as that one seemed and it 
seemed I scarcely touched the bridge eitheir as 
I crossed it but finally in some manner we reacher 
the opposite shore and got into a place of safety. 



[18] 



ENGLISH COMPOSITION SCALE 

7.016 Sample 11 

The Most Exciting Ride I Ever Had. 

Near the Httle town I Hved in was an Aviation 
Field. Each day many people could be seen 
standing in the streets watching the aeroplanes, 
for it was all very new to us. And on West Street, 
my street, you could always find children building 
and imitating the strange new things that seemed 
to hold such a fascination for us. I was usually 
among them, too, for I hoped that some day I 
could ride in a real one. 

One bright Spring afternoon all of us were at 
our daily tasks of making the miniature airships. 
It was great fun and all of us were enrapted in our 
work when the unexpected happened. Hearing 

7 /^familiar noises over our heads we looked up to see 
.Vy several of our objects of imitation "looping the 
loop". We had never seen them do this before 
and all of us screamed with fright thinking that 
the aeroplanes were falling. But after a while 
we calmed down, seeing that nothing happened, 
and to our great delight one of the aviators came 
down and landed in the field back of my house. 

I ran to see what he wanted and found that it 
was gasoline, so I put on my cap and hurried to 
the next block bringing a man and a great deal 
of gas with me. The aviator was a very nice 
man and asked me if I didn't want to go up with 
him. I consented of course and then followed 
the most delightful adventure I ever had. High 
up in the air we went, and so high that I could 
not see my playmates. 

It was the most exciting ride I ever had or ever 
expect to have and I shall never forget it. 
[14] 



7.5 



THE HUDELSON SCALE 

7.50 

Sample 12 

Westward Ho ! 

About ten years ago father bought a large 
ranch up in the northern part of Minnesota. We 
were all eager to go to this ranch, so he also bought 
a fine horse which we called Prince, and a double- 
seated buggy. We were to drive up. The day of 
our departiu'e drew near, and about three o'clock, 
one lovely morning, mother awakened me and 
told me to hurry as we wanted to start in an hour. 
I was up and dressed in a few moments, and 
hurried through breakfast. In half an hour we 
were ready to start. I had never seen so beautiful 
a morning. The sun was just showing its great 
golden face over the horizon. The birds were 
popping up out of their nest, and all the world 
seemed to awaken to their thrilling songs. We 
rode all that day, stopping only for food and 
drink, and to let the horse rest. So we went on 
for a week, having the most delightful ride and 
the best time I have ever spent. One morning 
about ten o'clock we arrived at our destination, 
all tired out, but happy. And though other 
occurrences on the drive have been blotted out 
of my mind, that one morning when all the world 
seemed glad will forever be fresh in my memory. 



[15] 



ENGLISH COMPOSITION SCALE 

8.00 

Sample IS 

The Three Islands 

Among the beautiful islands on the Canadian 
side of the St. Lawrence River, there is a deep 
and narrow channel which separates three small 
wooded islands from a large fertile one. Of the 
three islands the largest is rocky and covered 
with a growth of stately pines and waving hem- 
locks, and a carpet of moss and ferns. On the 
second there is quite an assortment of trees, 
whose foUage during the fall turns to many 
shades of gold and red, which colors are greatly 
enhanced by the dark green background of its 
neighbor. On the third there is a thick growth 
of brush, with an occasional small tree. These 
three islands are so close together, that fallen 
trees and logs make it possible to walk one to 
another. 



8.0 



[16] 



8.5 



THE HUDELSON SCALE 

8.50 

Sample llf. 

Deephaven 

Deephaven is a forlorn and quiet little seaside 
town in New England. As we walked about its 
silent streets, even the houses seemed asleep. In 
the chill November air, the dry grass of the near- 
by marshes crackled faintly and drearily, while 
in low places the shifting ice creaked and groaned. 
Even the tall cedar-trees seemed as if they gave 
neither shade in summer nor shelter in winter, 
but stood uncompromisingly stiff and straight, 
as if they could only battle against the wind that 
threatened to tear them from the hills. The oak- 
trees still held fast to their dry leaves which 
made a mournful rustle as the wind swept through 
the branches. 

The lonely landscape reflected the desolate life 
of the dwellers in Deephaven. The only cheerful 
in the picture was the presence of a few brave 
pansies lifting bright faces from under the shelter 
of some tall stalks of china-aster. As we picked 
the dainty things we felt a touch of compassionate 
tenderness even for Deephaven. 



[17] 



ENGLISH COMPOSITION SCALE 

9.00 

Sample 15 

The Hunted Deer 

The courage of the panting fugitive was not 
gone; she was game to the tip of her high-bred 
ears; but the fearful pace at which she had just 
been going told on her. Her legs trembled, and 
her heart beat like a trip-hammer. She slowed 
her speed perforce, but still fled industriously up 
the right bank of the stream. When she had 
gone a couple of miles and the dogs were evidently 
gaining again, she crossed the broad, deep brook, 
climbed the steep left bank, and fled on in the 
direction of the Mt. Marcy trail. The fording of 
the river threw the hounds off for a time; she 
knew by their uncertain yelping, up and down 
the opposite bank, that she had a little respite; 
she used it, however, to push on until the baying 
was faint in her ears, and then she dropped ex- 
hausted upon the ground. 



9.0 



[18] 



THE HUDELSON SCALE 



9.50 



Sample 16 
Niagara FaUs 



9.5 



Oh that I had never heard of Niagara till I 
beheld it! Blessed were the wanderers of old, 
who heard its deep roar, sounding through the 
woods, as the summons to an unknown wonder, 
and approached its awful brink, in all the fresh- 
ness of native feeling. Had its own mysterious 
voice been the first to warn me of its existence, 
then, indeed, I might have knelt down and 
worshipped. But I had come thither, haunted 
with a vision of foam and fury, and dizzy cliffs, 
and an ocean tumbling down out of the sky — a 
scene, in short, which nature had too much good 
taste and calm simplicity to realize. My mind 
had struggled to adapt these false conceptions to 
the reahty, and finding the effort vain, a wretched 
sense of disappointment weighed me down. I 
climbed the precipice, and threw myself on the 
earth feeling that I was unworthy to look at the 
Great Falls, and careless about beholding them 
again. 



[19] 



Ill 

HOW TO USE THE HUDELSON SCALE 

COMPOSITION scales are most reliable when used to 
establish the composition achievement of groups. 
Only highly trained scorers can evaluate the accomplish- 
ment of single pupils reUably, and then only through a 
series of productions. It is desirable to supplement the 
results of a composition test with a reliable standardized 
intelligence test and with a common-sense use of the 
teacher's information about the class or individual; but 
by the use of the composition scale alone a much more 
reliable evaluation of achievement may be made than 
has been possible by the ordinary personal-opinion method. 

PRELIMINARY STUDY OF THE SCALE 

Before attempting to score compositions by the use of 
the Hudelson Scale, a teacher should become familiar with 
it. He must study the specimen compositions to see why 
the ninety-six judges ranked them as they did. Then let 
him rate a set of compositions with samples of the scale 
before him. He will read a theme, will compare it with 
one sample at a time until he finds the sample to which 
the composition most nearly compares in general merit, 
and will assign the theme that scale value. For example, 
a teacher reads a theme and then compares it with the 
scale samples. "This is better than 2.0," he says to him- 
self, "better than 2.5, 3.0, 3.5, 4.0, 4.5, and 5.0. It is 
not so good as 5.5. but it is nearer in merit to 5.5 than it 
is to 5.0, so I shall give it the scale value of 5.5." In like 
manner the teacher proceeds with each theme. When 
the whole set of themes is finished, the median score for 
the class can be determined closely enough for all practical 
purposes by arranging the themes in order of merit and 

[20] 



HOW TO USE THE SCALE 

taking the score of the middle paper. If there is an even 
number of papers, the median score will be halfway be- 
tween the scores of the two middle papers. 

It must be borne in mind that the scores used in this 
scale are in no way based upon a 100 per cent, or percentile, 
scheme. The present system of scores is deliberately 
designed to wean teachers away from the percentile 
habit. Each sample is measured from the zero point, 
and specimen 5.0, for instance, represents five scale steps 
or units from absolutely no merit. Sample 6.0 represents 
exactly twice as much composition merit as sample 3.0. 

HOW TO USE RESULTS 

This scale is not intended to improve ability. No 
measuring device in itself does that. Solicitous parents 
who weigh and measure their baby every day do not sup- 
pose for a moment that such a practice will of itself add 
an ounce to the baby's weight or a cubit to his stature. 
They can, however, measure the baby's growth; and, by 
measuring him before and after various diets, they can 
tell which kind of food best agrees with him. They can 
also compare their offspring with the progeny next door 
or with a baby in Hongkong; and, by consulting tables 
of weight and height for children of the same age, they can 
compare their baby's physical condition with the standard 
of many babies of his age. 

Composition scales are designed for similar uses. By 
scoring the compositions of a class on a scale, the teacher 
can learn the actual achievement in writing of that class. 
By measuring themes written by the same group of pupils 
at various times, he can discover what improvement the 
pupils have made in composition. By measuring them 
before and after they have been subjected to various 
methods of instruction, he can deduce which method 

[21] 



ENGLISH COMPOSITION SCALE 



produces best results, and can modify his teaching ac- 
cordingly. Finally, by comparing the achievement of his 
pupils with standards based on a large number of pupils 
of the same grade, he can tell whether his pupils are writing 
as well as they should. For this last piu'pose, Trabue's 
tentative standards, by grades, are given in Table I 
(page 23), together with the scores made by pupils in a 
number of schools throughout the country. 

Trabue's tentative standards represent the median 
scores which at least half the class should attain by the 
end of the respective years. For small schools, where 
segregation of pupils according to ability would make the 
cost of instruction prohibitive, there is probably need of a 
lower set of marks as a standard for the students who are 
weaker in composition. For this purpose Trabue es- 
tablished tentatively the following standards,^ to be 
equaled or excelled by at least 75 per cent of the pupils 
in a class: 



In Grade 


IV 


V 


VI 

4.0 


VII 

4.5 


VIII 

5.0 


IX 

5.5 


X 


XI 


XII 


Month 


Quality 


3.0 


3.5 


6.0 


6.4 


6.7 


June 



Trabue's tentative standards were set when returns 
were still somewhat meager. Probably a more authentic 
way of establishing grade norms would be to obtain the 
composite scores of all pupils whose results are available. 
This has been done, and the norms are included at the end 
of Table I. By smoothing slightly this curve of progress, 
the following more reasonable set of composite grade norms 
are presented for use by teachers and pupils as school 
standards : 



In Grade 
Quality 


IV 

3.0 


V 1 VI 

3.6 1 4.2 


VII 


VIII 


IX 


X 


XI 


XII 


Month 


4.7 


5.3 


5.5 


5.9 


6.3 


6.7 


January 



^ Trabue, M. R., "Supplementing the Hillegas Scale." 
College Record, January, 1917. 
[22] 



Teachers 



HOW TO USE THE SCALE 



TABLE I 









Grades 


High School 






















Month 




IV 


V 


VI 


VII 


vni 


1st 2d 


3d 


4th 








4.0 


4.5 


5.0 


5.5 


yr. yr. 


yr. 

6.9 


yr. 

7.2 




Trabue's Tentative Standards «... 


3.5 


6.00 


6.5 


June 


Mt. Holly, N. J.2 














5.08 










Friends Schools, Brooklyn ^ . . . 




2.85 


3.74 


4.40 


4.95 


4.87 


5.68 


7.10 


6.94 


7.20 


Feb. 


St. Paul, Minn.'' 




2.02 


3.38 


3.54 


4.12 


4.96 


5.83 


5.66 


6.27 


6.64 


Feb. 


Nassau County, N. Y.i 




2.76 


3.42 


3.82 


4.18 


4.5G 


5.00 


5.25 


5.68 


5.94 


Spring 


South River, N. J.i ...... . 




2.31 


2.55 


3.78 


4.75 


5.02 


5.18 


5.0 


5.90 


6.30 




Mobile Co., Ala., whites outside o 


f 






















Mobile city i 




3.20 


3.91 


4.34 


4.22 




5.56 


6.38 


6.05 


6.77 




Mobile city whites i 




3.31 


2.85 


4.60 


4.95 




6.69 


6.93 


7.24 


7.54 




54 High Schools in over 35 states ^ 














4.99 


5.88 


6.38 


6.69 




Cold Springs, N. Y.6 




2.95 


3.69 


4.89 


4.9S 


5.96 


5.77 


5.72 


5.68 


7.37 




Woodmere, N. Y. (a private school) 


s 


3.15 


3.72 


4.25 


6.60 


6.87 


6.99 








Nov. 


Janesville, Wis.6 




2.38 


2.78 


3.74 


3.81 


4.47 


6.15 


6.46 








Middletown, N. J.' 




3.46 


4.04 


4.67 


4.54 


5.23 


5.18 


6.01 


6.26 


7.04 




Xenia, Ohio s 














5.25 










Idaho Springs, Colo.^ 






3.2 


3.7 


4.3 


5.0 


5.5 


5.0 


4.7 


6.0 


Sept. 


Virginia i° 














5.42 








May 


Virginia white boys '" 














5.44 








May 


Virginia col9red boys i° 














i.85 








May 


Virginia white girls i" 














5.58 








May 
















5.02 








May 


Reading, Pa., Boys H. S." .... 














5.17 


5.06 


5.80 


5.85 


March 


Paterson, N. J.12 




2.22 


3.38 


3.54 


4.12 


4.9G 


5.83 


5.66 


6.27 


6.64 


Spring 


Salt Lake City, Utah w 




3.58 


3.84 


4.61 


5.16 


6.37 










May 


Lead, S. D." 




3.57 


4.11 


4.65 


5.02 


5.57 










June 


Butte, Mont." . . . 






2.34 


2.80 


3.41 


3.77 


4.11 










May 


Newark, N.J.18. . . 






2.39 


2.51 


3.56 


4.33 


5.27 












Ethical Culture School 


, N. Y.' City 1 






4.01 


4.72 


5.39 


5.74 












Chatham, N. J." . . 






2.95 


2.85 


4.10 


4.02 


5.29 












Joplin, Mo. IS .... 






3.60 


4.19 


4.85 


5.34 


5.59 












Rocktord, 111." . . . 












4.99 














LaPorte, Ind.i' . . . 






4.10 


4.40 


5.00 


5.80 


6.80 












Delaware City, Ohio " 














5.27 










Sept. 


Delaware Co., Ohio " 














3.94 










Sept. 


Deadwood, S. D. . . 






3.0 


3.0 


3.6 


3.6 


4.5 


4.7 


5.6 


5.6 






Waterloo, Iowa . . . 






2.82 


4.15 


4.14 


4.97 


5.82 


5.14 


6.61 


7.63 






Chattanooga, Tenn. . 






3.57 


3.99 


4.36 


5.00 


5.62 












Republic, Mich. . . 
Baltimore Co., Md. . 






3.02 


3.70 


4.30 


4.70 


4.54 


4.63 


5.39 


6.05 


5.78 










5.15 




5.69 














Gary, Ind.^o .... 






2.99 


3.26 


3.28 


3.97 


4.58 


4.69 


5.62 


6.42 


6.22 


Spring 


Composite Standards 






2.98 


3.60 


4.15 


4.71 


5.26 


5.22 


5.87 


6.33 


6.68 


Jan. 



1 From M. R. Trabue, "Supplementing the Hillegas Scale." Teachers College, 
New York. 

2 From Mt. Holly Survey, Board of Education, Mt. Holly, N. J. 

' From an unpublished Survey of Friends Schools, Brooklyn, 1919, by Professor 
N. L. Englehardt and others. Teachers College. 

^ From St. Paul, Minn., Survey. Published by St. Paul Board of Education. 

^ From unpublished reports by the Department of Educational Administration, 
Teachers College. 

' From Janesville, Wis., Survey. State Board of Education, Madison, Wis. 

' From Middletown, N. J., Survey. 

' From Xenia, Ohio, Survey. 

' From an unpublished report by Supt. C. E. Green, Idaho Springs, Colo. 

For footnotes 10-SO see page Si. 



[23] 



ENGLISH COMPOSITION SCALE 

The best results can be obtained from this scale by 
using it only occasionally. It has been shown (see Hag- 
gerty, M. E., School and Society, IV: 761, and Van 
Wagenen, M. J., Journal of Educational Psychology, XI: 
59) that a pupil's progress is usually not regular. A 
daily application of his themes to the scale would often, 
therefore, yield results disappointing both to him and to 
his teacher. Consequently it is recommended that this 
scale be used only at intervals sufficient to show progress. 

In giving a composition test for the purpose of comparing 
the achievements of a group of pupils with the standards, 
it is important that the same topic be assigned to all and 
that the themes be written under as nearly the same 
conditions as possible. The instructions given to the 
pupils should conform to those given when the themes 
which compose the standards were written, and the same 
length of time should be allowed for writing. 

Variations in procedure of testing are almost certain to 
modify results so greatly as to make them distinctly mis- 
leading. Especially is this true with reference to the 
choice of a topic for the theme. The present writer, for 
instance, had 386 pupils write upon two topics, "What 
I Should Like to Do Next Saturday" and "The Most 
Exciting Incident of My Life." The conditions under 
which all the pupils wrote were the same, but half of them 
wrote on the two assignments in the order named above, 



w From Virginia Public Schools, Part II, World Book Company, Yonkers, N. Y. 

'I From an unpublished Report of the Survey of the Boys' High School, Reading, Pa., 
by the Department of Secondary Education, Teachers College, March, 1920. 

'- From the Paterson Survey, by the Department of Educational Administration, 
Teachers College, Spring, 1918. 

" From the Salt Lake Survey. May, 1915. 

" From the I^ad, S. D., Survey. June, 1916. 

^ From the Bulte Survey. 

" From the Paterson, N. J., Survey. 

" From the Rockford, III., Survey. 

" From The Indiana Univernity Bulletin. 

" From Ohio State School Survey. September, 1913. 

'" From Gary, Ind., Survey, General Education Board, New York. 



[24] 



HOW TO USE THE SCALE 

while the other half wrote in the reverse order. The 
median score of all the "Exciting Incident" themes was 
.78 of a step higher on the Nassau County Supplement 
than was the median score for all the "Saturday" themes. 
To compare reliably, then, the median achievement of a 
class which writes upon the "Exciting Incident" theme 
with Trabue's tentative standard for that year, it is 
necessary to subtract .78 from the class score, because 
Trabue's standards are based upon "What I Should Like 
to Do Next Saturday" themes. 

CONDITIONS REQUISITE FOR ACCURATE TESTING 

To have the conditions of testing as nearly as possible 
uniform with those under which the sample compositions 
of the Hudelson Scale were obtained, it will be necessary 
to conform to the instructions for method of procedure 
followed in testing the Virginia pupils whose compositions 
appear in the scale. The instructions were as follows: 

Instructions for Testing 

1. Distribute writing materials. 

2. Have pupils write at the top of their papers the informa- 

tion which you desire, such as name, grade, age, 
number of years spent in school, father's occupation, 
etc. 

3. When the pupils are at attention, give them the follow- 

ing instructions : 

"I want to see how good a story you can write 
today. When I give you the title you will write 
it on the first vacant line; then you will proceed 
to write the best story you can on that subject. 
You may relate a true experience, or draw upon 
your imagination, or both. You will have thirty 
minutes in which to write your story. If you 

[25] 



ENGLISH COMPOSITION SCALE 

finish before the time is up, sit quietly so as not 
to disturb your classmates. The title of your 
story is 'The Most Exciting Ride I Ever Had.' 
[Teacher writes title on blackboard.] Now you 
may begin your story." 

4. At the end of thirty minutes collect the papers promptly. 



VALUE OF THE SCALE FOR CLASSIFICATION OF 
PUPILS 

In the past the classification of pupils has been mostly 
arbitrary. Some attention has been paid to children of 
inferior ability, but even here the basis for segregation 
has been uncertain. Practically nothing has been done 
in the way of providing for children of superior ability. 
Pupils of all capacities have been grouped together on the 
assumptions that there is such a thing as an average pupil 
and that the good pupils encourage the poor ones. Conse- 
quently instruction has been adapted, as far as possible, 
to the capacity of the central group, with the result that 
pupils of low ability have been dragged along or allowed 
to become discouraged and leave school, while the superior 
pupils have been held back, until, equally discouraged, 
they have lost their desire to excel. 

Careful interpretation of the results of properly ad- 
ministered tests enables a teacher to classify his pupils 
much more competently than has been possible without 
such devices. Achievement is due in part to native ability; 
consequently general-intelligence tests are valuable in 
measuring adequately a pupil's capacity. But a test of 
accomplishment in a particular subject, as composition, 
likewise has great value, for it enables a teacher to classify 
his pupils in that subject with far greater certainty than 
by the haphazard method of opinion or by intelligence 
tests alone. 

[26] 



HOW TO USE THE SCALE 

TRAINING THE SCORER 

Any person who essays to score themes needs to make 
sure of the reliability of his own judgments before he 
bases conclusions upon the marks that he gives. This 
can best be done by comparing the scores which he gives 
to a set of papers with the average of the scores given to 
these same papers by a number of trained scorers. With 
a view to making such comparison easy and dependable, 
a series of compositions is printed in the following section. 
These compositions, all upon the same subject, range in 
merit from a value of 1.8 to values of 6.6, 6.8, 7.2, and 7.8. 
The scale values of the several themes are printed as a 
key at the end of the list. 

It is recommended that the scorer, particularly one 
who is using a composition scale for the first time, practice 
marking these sample compositions without looking at 
the key. When he has marked all the samples of a series, 
he can then compare his marks with the key values of the 
several themes. These key values are the medians of the 
scores given to the samples by ninety-four judges. 

If the scorer is able to evaluate groups of themes with 
reasonable accuracy, his average score will not err more 
than an average of .5 from the key scores on ten or more 
test compositions. To discover his percentage of error, 
let the teacher score at least ten of the samples given on 
pages 29 to 45. Let him then compare his scores with 
the key scores, and list the amounts of his errors, plus or 
minus. By subtracting his plus errors from his minus 
errors, or vice versa, he will get his systematic error. For 
example, he may find, by comparing his results with the 
key list, that his scores are above or below the true values 
as follows: +.5, -.5, +1.0, -.5, +1.0, -1.0, +.5, -.5, 
+ 1.0, and —.5. His total plus errors are thus 4.0, while 
his total minus errors are 3.0. Subtracting and dividing 

[27] 



ENGLISH COMPOSITION SCALE 

by 10, the number of the compositions, to find the average, 
he finds that he is scoring systematically high by .1 of a 
step ("systematic error"). This is a negligible error. If, 
however, his "systematic error" is more than .5 high or 
low, he should either correct his error by subtracting or 
adding the amount of his systematic error, or by further 
practice improve his power to rate themes so as to reduce 
this "systematic error" to a negligible amount. 



[28] 



IV 
SAMPLES FOR PRACTICE IN SCORING 

Series I 

A 

The Most Exciting Ride I Ever Had 

The Most exciting ride that I had was the day after 
the armest was signe. And it was the best .1 had and 
the one I Hk the best, the truck that we were riding in, 
look Uk it was go to strick the one in front of it every 
minute. 

The truck moved on isd the noise of the people, that 
were on the street making ever kind, of nous that they 
could make with there hones, and other thing that they 
had, and this is the Exciting and best that I had for a 
longe time. 

B 

The most exciting Ride I Ever Had 

I went on a straw ride to a pickneck in an old magon 
and had to go over sone Very rough road there were nine 
or ten of us. 

When me reach the place where we were going we felt 
shuck ut muck but After running and playin at the pick- 
neck and then to rid home in a wagon we mished that we 
had came in the car but wa started on our walj when we 
reached home we all were very tired of riding over such 
a rough rode that ne thought we would not try a straw 
ride any more or some of the children that was with us 
made them slhves sick fron eating so much at the pick- 
neck, was long before we wanted to go to anothe one ans 
so we went in the cor ord we made it better. 

[29] 



ENGLISH COMPOSITION SCALE 

c 

The Most Exciting Ride I Ever Had. 

The most exciting ride I ever had was about eight 
years ago in an Excursion Boat. The day was all one could 
wish for, until about three oclock in the afternoon when 
we were leaving for home. The black clouds began to 
gather and unite directly over our heads. Distant roars 
of thunder became loud crashes all about us, while the 
sea, — that beautiful, calm sea of an hour ago, — was 
rolhng and tossing like some angry beast just caught 
from the jungle. It neither rained nor poured, but what 
it did do was inexplicable. The clouds just opened and 
let fall all the water that they had collected during the 
past three hot weeks. 

Inside the boat was all disorder. The rain that ran in 
one side by the pailsful, drove the people to the other 
side tipping the boat. Children screamed, women cried 
softly, while the men stood frozen to the spot, unable to 
do anything. Suddenly a few men thawed out and ran to 
put everything possible on the rising side in order to 
to balance the boat. 

D 

The Most Exciting Ride I Ever Had. 

When I was but a little girl about eight years of age, 
my mother took me out for an horse back ride. We rode 
along very smoothly for some time. But finally a car 
came along and frightened my horse and she began to 
run. She was not running away, but I thought so. I 
iscreamed for mother, but she had gone out of sight and 
did not hear me. Now by this time I was so excited 
and nervous that I couldn't hold on any longer. So I 
[30] 



SAMPLES FOR PRACTICE 

jumped off and ran as fast as I could to catch mother, 
but all was invain. 

When I reached the creek I found my horse waiting 
patiently for me. So I junped on her and estarted for 
home, after having a very exciting ride. 

E 

The Most Exciting Ride I Ever Had. 

It was in the summer time when school had closed for 
three long months. I had worked through the fall and 
spring and saved up money enough to buy a bicycle 
which I had just received through shipment. 

It was one sunner day that I was just learning to ride. 
The other boys had there wheels and were showing me 
how they could do stunts on them which looked very easy 
to me. 

Having learned to balance the bicycle I soon started 
to try the stunts also. I rode up to the top of the hill and 
started down again, trying to guide with out my hands 
on the bicycle. At first I felt nervious but soon overcame 
that and before I thought I was going down the hill with 
all speed with my hands off of the handlebar. 

I thought that I was big doing a stunt like that. I 
soon caught sight of a half of a brick laying in the middle 
of the road, right in my track. I could not turn the front 
wheel without my hands and before I could reach the 
bar the front wheel had struck the brick throwing me 
over on the hard road several feet. 

The sharp fine rocks had torn my stockings a little 
and made a few scralches on my hand which soon began 
to bleed. 



[31] 



ENGLISH COMPOSITION SCALE 



The Most Exciting Ride I Ever Had 

There were several girls going out for a ride on an 
automobile one day. Every one was ready, and had rode 
several miles out in the country through nothing, but 
woods for about ten miles. No one saw a car coming up 
the hill, and our car ran into the other car broke the lights, 
wind shield, and one man cut himself very badly with 
the wind shield before he was thrown out against a pine 
tree. While the car with several girls on it were not hurt 
but the two from wheels were smashed, and also the 
fender. All the girls were glad when they returned home 
from such an exciting ride. 

G 

The Most Exciting Ride I ever Had 

One morning as we were coming to school on a horse 
and buggy. We were driving along not noticing the 
horse. All at once the horse started to ba eking back, 
when she did we hit her with the whirp. 

Then she turned around and ran into the fence and 
turn the buggie all most over, when we got her back in 
the road she s tarted kicking. She kicked untill she broke 
the buggie shaves. 

My Brother jumped out and cought her in the bit 
untill we could take the horness of then he carried he on 
home. 

E 

The Most Exciting Ride I Ever Had 

On one bright Sunday afternoon we went for a little 
ride to the Naval Base. We arrived all safe and enjoyed 
our selves very much. 

[32] 



SAMPLES FOR PRACTICE 

On our way back home we were crossing a bridge and 
two men were standing in the center of the bridge argueing. 
We blew oru horn for them to move one moved but the 
other stood still and gazed at the automobile we were in. 
Father pressed down on his brakes as quickly as he 
could but it seemed to late fortunatly the man had long 
legs and caught hold of the front mudfender and leaped 
out of the way. I was excited and do not wish to experence 
another ride like it. 

I 

The Most Exciting Ride I Ever Had. 

Once a man came to Union Level in a Premier car to 
show it the people and try to get them to buy it. He 
told us to get in which we did and before I got out I wished 
I haden't gotten in. We Rode about htree miles, I 
think he tried to see how fast it would go for he went 
nearly all the way at the speed of about fifty six miles an 
hour. I wanted to get out but could not so I had to stay 
in until he stopped, but was very scared. 



The Most Exciting Ride I Ever Had. 

One day last summer some friends induced my family 
to allow me to go to Fredericksburg with them in their 
automobile. Fredericksburg is a little town nestling among 
the hills of Virginia and is about two hundred miles from 
Norfolk. We started from Norfolk early on a bright 
morning in June. After traveling all day we reached 
Richmond just as twilight softly enfolded the world. We 
were very tired and not a little crestfallen because we had 
hoped to reach Fredericksburg by four o'clock, and here 
it was almost night and we were still seventy miles from 

[33] 



ENGLISH COMPOSITION SCALE 

our destination. It was a wonderful night with a soft 
scented breeze playing over the earth, and as the road 
before us was concrete we decided to drive on and try to 
reach Fredericksburg that night. 

Half way between Fredericksburg and Richmond is a 
long, winding hill that slopes gently down to a large 
stream which is spanned by a bridge. We reached the 
hill and coasted slowly down. The road before us stretched 
like a white ribbon except in some places where tall trees 
bent over and formed shadows. Turning a bend in the 
road we saw on one side of the road a large camp fire 
brightly gleaming and just beyond the waters of the 
stream murmered among the rushes. We were going very 
slowly and just as we were opposite the fire a single com- 
mand rang out in the silent woods — "Halt!" Our car 
stopped and was surrounded by soldiers. The leader 
explained that they were a company of soldiers marching 
south and when attempting to cross the bride with a crash 
the bridge had broken and two men in two large trucks 
had been hurled into the sullen waters beneath. One 
was killed; the other was rushed back to Fredericksburg. 

While he was speaking the sky above had turned an 
angry black, and just as he concluded a streak of lightning 
darted across the heavens and was followed by a deep 
crash of thunder. The vry earth seemed to shake as crash 
after crash of thunder tore across the heavens. Aroused 
by the fury of the tempest the wind broke forth and like 
a cyclone tore through the trees. 

We turned and reached Richmond a little after mid- 
night, cold, wet and tired. 

The next day was beautiful so we rode on and reached 
Fredericksburg. 



[34] 



SAMPLES FOR PRACTICE 

Series II 



The Most Eeciting Ride I ever Had 

I am a little girl and my name is Helen. I am crazy 
about horses and I'll tell you about an seperience I had 
with them one time. 

Father bought me a black hunter. He realy danced 
with spirit. I was delighted and insisted that I should 
take a ride at once. Mother objected but Father said it 
would be all right so I went. After we, (the horse & my- 
self), had raced along for an hour I saw a cloud of dust 
coming along in front of us, a thundering noise became 
audible to. On one side was the Ravine about 10 feet 
wide, on the other was the stamp)ede. I turned towards 
the Ravine — the only mode of escape. The hunter was 
trambling with excitement. Urging him forward we 
galloped to the side of the ravine. He paused a moment 
but the thundering of the oncoming cattle spurred him 
on. With one tremendus leap he cleared the ravine and 
came down shaking with fear. I was to frightened to say 
a word and I sat and watched the formost steers go plung- 
ing down into the ravine. I rode slowly home and I believe 
it was the most exciting ride or incident I ever experienced 

B 

The most exciting ride I ever had. 

The most exciting ride I ever had was in an automobile, 
when, my brother and I were riding down the road to 
town there was something the mater with the car, and we 
could not do any thing with it. when we had gotton 
down the road about one and § miles we becan to speed up 
on account of a little grade. The car would not throddle 

[35] 



ENGLISH COMPOSITION SCALE 

down, and the breaks were not strong enough to hold 
and stop the car. As we were going around a turn we met 
seveb or eight loaded wagons and we were going so that 
we could not stop the car. 

We tried to pull out of the road but it was too narrow 
to pass in this place so we pulled up on the bank, an as 
we did the car stopped, this was the most exciting ride 
I ever had. 

C 

The most Exciting Ride I Ever Had. 

Cranking the car, we started down the lane and were 
soon in the road which was crouding with many vehicles. 
After riding for about two miles we had to cross over a 
bridge nearly a mile long, we were riding swiftly over 
the bridge when we saw someone meeting us. Realizing 
that we would meet in a narrow place on the bridge we 
put on speed to get to a turn out, but just at the same time 
the gentleman confronting us, put on speed and as the 
driver of our car tried to pass the other on the narrow 
bridge the back of the car slipped, hit the railing, and 
came near throwing the passengers overboard into the 
deep water below. 

The air was filled with shreaks of fear as the big car 
rooled on the center of the bridge again, and it was a very 
excited group that after all of the excitement arrived 
safely at their destination. 

D 

The Most Exciting Ride I Ever Had. 

Once a girl and I went to a club meeting which we had 
gotten up. We went there in a pony cart which belonged 
to the girl across the street. Going up the street, we could 

[36] 



SAMPLES FOR PRACTICE 

not make him go fast. If we had been walking we could 
have made better time. Just at that time a large dog 
came barking out of some one's yard. The pony jumped 
and ran as hard as he could. We were scared ahnost to 
death, even too scared to have enough sense to take the 
whip and hit the dog. We kept at this rate for quite a 
ways up the street until the pony got quieted down. When 
he did, we sank back in our seats with relief. 

E 

The most Exciting Ride I Ever Had 

One day I was going down a steep hill or my buycle 
when all of a sodder my chain cane off and hut my brke 
usless faster and faster I went unable to stop at the 
foot of the hill was a rielroad and olorg this raid road a 
train was caving it seemed to me that I was gong to meet 
the train. I got so excited that I cauld not keepthe wheel 
in the road and I ron off wd hed a rade it through me over 
the handel bars but I landed unhurt. 

F 

The Most Exciting Ride I Ever Had. 

One summer afternoon about four o'clock my father 
and I were returning home from a long trip on business. 
The day was hot and dry. There had been no rain for 
several days but over the distant hill we could see the 
approaching thunder storm. 

Then the race bagen. We were in an open car which 
meant that if we did not hurry we would get wet. The 
home ward road was lonely with only a house here and 
there. Thinking it better to race home rather than stop 
my father began to speed the car until finally it seemed 
as if we were hardly touching the ground. We had covered 

[37] 



ENGLISH COMPOSITION SCALE 

a distance of forty five miles in a few minutes. It was 
begining to rain lightly. Then it fell it torrents I was 
holding on for dear life when a loud "bang bang" made 
me jump. A tire had bursted and there we were, We 
could not see a house any where but remembering the 
road I remembered that I had seen a house near here. 
I had run a little way back when I hit some thing hard. 
I saw it was the pavement and followed it. I was sin-prised 
to see a small cottage. I called my father and we remained 
there until the slorm was over. 

G 

The Most Exciting Ride I Ever had. 

Ane day I was going to my uncle in a car. But be fore 
ue got there ue got in the creep and could not get out there 
had been a guily whash aut and if we starled to go an the 
car would wreck and through us out. so we had to stay 
there untill abaut tno mills fefore they could get any 
horses to pull us out of the creep- So ne did not get there 
un till a bout nine o clock that night. After ne got there 
ne Staid a few day and comiig back the car turend over 
his arm this was the most exciting ride I ever had. 

H 

The Most Exciting Ride I Ever Had. 

Last Sunday I was invited to go on a automobile ride 
with some friends. We started at 10 o'clock and our plans 
were to take lunch and be home promptly at 6 o'clock, 
because the car was promised to someone else. Every 
one of us were anxious to take a country ride so we went 
almost fifty miles out. 

Somehow the day passed more quickly than we thought. 
I looked at my watch and saw that we had only one hour 

[38] 



SAMPLES FOR PRACTICE 

in which to get home. Hurridly we packed in the car 
and our driver started it with a jerk which nearly threw 
me out. Then came the long, steep hills. Over them 
we dashed, I held tightly to the girl by me. Presently 
we saw that the driver was losing control of the car, so 
all on the rear seat began to scream. It was useless, for 
nothing could keep us from being thrown right into the 
ditch ahead. Crash! it went, turning over twice and 
strewing us like apples rolling out of a basket. No one 
was seriously injured, but we had to hire a car to get home 
in. We disappointed the party waiting for their car. 
However, it taught us that it isn't so well to hurry at a 
risk of a persons life. 

/ 

The Most Exciting Ride I ever Had. 

It was on a sunday May 11. 1919 When a friend of 
mine came to my house and asked me if I would like to 
go riding with him on our bycicles. It was hot that day 
and we wore no coals. We had a knapsack which I straped 
on my back with something to eat in it,. We were about 
5 miles out when one of the boys who was with us had a 
blow out. We fixed it so he could ride home an left him. 
After we had gone about 20 miles and turned back to find 
we a taken the wrong road. One of the boys who was 
an scout had a compass and at last we found the right 
road. We arrived at Richmond about eight O'.clock. 
We all were tired and slep soundly that night. 

J 

The Most Exciting Ride I Ever Had. 

When I was just a little girl I took a trip fom Phila- 
delphia to Petersburg, all the way I rode on a train which 

[39] 



ENGLISH COMPOSITION SCALE 

was very amusing to me. I looked out of the window 
nearly all of the time and was very interested in every 
thing I saw, but the most interesting of all things to me 
were the people I saw along the rail road at a little distance 
of, they seemed no more than a bout a foot tall to me, the 
houses seemed little doll houses. In fact I did think 
that th people were dolls which had the power of moving 
about. I told mother that I would get me one of them 
to play with when we got to Petersburg, she laughed then 
which I could not under stand, but often since I have 
thought of it and have laughed at my own self. I would 
not mind taking that trip over for as far as I can remember 
it was the most interesting ride I have ever had. 



Series III 



The Most Exciting Ride I Ever Had. 

One Sunday afternoon my father told me to get on my 
coat and be ready to take a speedy ride as he wanted to 
try out the Marcer which he bought the day before. In 
a half hour everything was ready and we started out. 

We went through the city at a fair rate of speed as my 
father did not want to pay a fine before we had a good ride. 
When we reached the state road we started to speed up 
and at last we found ourselves going sixty miles an hour. 
As we flew past one car I happened to look back and I 
saw a country policeman stand in the middle of the road 
staring at us. As it had rained the day before the roads 
were quite slippery and but last we had to slow down 
but we were to late for when we came to our senses we 
found that the car hat hit a tree and we had to send to 

[40] 



SAMPLES FOR PRACTICE 

the city to get a truck to carry home the remains of our 
once beautiful red Mercer. 

B 

The most Exciting Ride I Ever Had. 

The most exciting ride I ever had was when the driver 
ran into a ditch. A party were going on a picnic about 
five miles away and so we went on cars. 

We were going along very fast when we saw another car 
comming toward us. We were going so fast it was im- 
passible to stop so the driver took his hands from the 
wheel .and let the car go into the ditch. The girls screamed 
but no one was hurt because the engine had choked in 
the mud and water. After the other car passed the boys 
pushed it out and we started again. We rode fast the 
rest of the way gat there before any body else did. we 
also had a good time on our way back for the took a 
long drive before reaching home. 

C 

The Most Exciting Ride I Ever Had. 

One afternoon I got a crowd of boy, and we had an auto 
so we started riding. We went about a mile when we 
had a blow-out it was soon fixed and we started again. 
As we were climing a steep mountain and at a shapr 
curve we met another car it was just wide enought but it 
was so sudden a meet that his car went over the side of 
the steep valley. The car happened to hit a tree and and 
landed on all four wheels. We got out and went down to 
see how hurt the people we none of them were badely 
hurt so we carried them to town to be treated by the 
doctor. We do not expect to go again soon. 

[41] 



ENGLISH COMPOSITION SCALE 

D 
Most Exciting Ride I ever had 

Once in the city of Paris I made a visit to my uncle. 
He was a engineer to a large tank wish was to be maned 
to the front. Now it caught my eye as Mostly a traction 
engine that we used at harvest time in old Virginia I was 
a lad of thirteen years. 

Uncle told me if the chief com mander did not abject 
he would take me as far as alsacloren. Now I felt as large 
as uncle himself, as we creaping along the fareign roads. 
Same distance from Paris we were over looked by some 
Huns. Uncle George plamed through the lines and 
joined some others tanks which had been posted for the 
night, we both were happy when we reach Paris again. 

E 

The Most excited ride I every had. 

One day I left Home with the horse & buggy to go to 
see my Cousin, and papa told me not to drive fast, I 
started off not listing to him it was a sharp corner at the 
forks of the road and the horse went around the corner 
a little to fast, and cause the buggy to tilted a little and 
it got me a excited and nervious.the buggy top scered the 
horse which cause the horse to run, then I got so excited 
that I could not hold the horse back. 

F 

"The Most excitimg Ride I Ever Had". 

It was on one cold morning when the ground was covered 
with snow when we got a telegram to come to town at 
wonce. 

We left on car early that morning when going down 

[42] 



SAMPLES FOR PRACTICE 

asteep hill the car got under my central and ran in a deep 
ditch but it happened that all was safe. 

While going on down the road a little faather I ran in 
a car, and it threw us out and broke one of the little children 
arm and struct one on the head and was senseless, but 
after a little while she recovered. 

The car was serious damaged so I never have been able 
to run it sense. 

G 

The Most Exciting Ride I Ever Had. 

We were horse back riding the other day and went up 
by the Old Mill about 7 miles from town. We were 
racing on the beach when a fell and cut his lag on a large 
rock. And when we were going hose we had the most 
exciting ride I ever had wer were gall oping down the 
road when may horse got skeered and was running away 
with me on top, I was holding on for dear life but thought 
I would fall every leep he took I tried evey way I new to 
stop him but could not and he kept runing as fast as he 
could until we reashed the stable wear I had hired him. 
So I stayed there and waited for the other boys to come 
in and it was an half hour before the came. 

H 

Most Exciting Ride I Eere Had, 

The most exciting ride I ever had was a ride out in the 
country the car beoke down and and we had to wait a 
1 ong tine after ne got it fixed we starte again and ran in 
a nothe automobl and brol the fenders in, we had no great 
damage and know body was hurt ne nan over a hog on 
the way back and had lots of thing happerd to us, This 
was the most erciting ride I ever had 

[43] 



ENGLISH COMPOSITION SCALE 



The Most Exciting Ride I Ever Had. 

When I was a small girl, I went to visit my micle in 
California. He was the owner of a large stock farm and 
sonsequently had many cattle. 

There was an old cow with which my little cousins all 
played, got on her back without saddle or bridle and rode 
with extreme safety around the stock yard. But never 
by any inducement could I be persuaded to mount "Old 
Bet. 

Well one fine morning after 1 had stood about all the 
teasing and being called 'fraid cat" and such names I 
could, I went out and mounted "Bet" as I thought, very 
easily because she was lying dowTi. but soon I saw my 
mistake, for she almost instantly sprung to her feet 
while by marvelous work I retained my seat. The cow 
never once stopped after she got up, but curling her tail 
upon her back and lowering her back with a mighty 
bellow, set out at such a pace, I made sure I was done for. 

She galloped along right smooth ly until she reached 
a hill which she started down at break neck speed. Sud- 
denly she humped her back lowered her head and stopped 
short, and off I went terrible ly frightened but uninjured. 

I walked home which was only a short way and as no 
one had missed me, I never told the children about the 
most exciting ride I ever had. 

J 

The most Exciting Ride I Ever Had 
My Disere For a Horse 

The most exciting ride I ever had. Was on a old feord. 
I left Coutland going to Norfelk about 6 O'clock A.M. 

[44] 



SAMPLES FOR PRACTICE 

on the old feord. The tirer were bad. And we left Coust- 
land on three cyenden. After we had pane d Franklin 
about two Miles it began to rain. So we put up the top, 
but we found the top verry holy. And after we had gone 
about two miles more and the coils got weet. and the 
car would not buge. So then my greater disere was for 
a horse and not a shackly feord. 



[45] 



ENGLISH COMPOSITION SCALE 

SCORE KEY FOR PRACTICE LISTS 



Series 


Series II 


Series III 


Theme 


Score 


Theme 


Score 


Theme 


Score 


A 
B 
C 
D 
E 
F 
G 
H 
I 
J 


1.8 
1.8 
7.2 
5.7 
6.3 
4.0 
3.0 
4.5 
5.0 
78 


A 
B 
C 
D 
E 
F 
G 
H 
I 
J 


6.8 
4.0 
5.5 
5.5 
1.8 
6.5 
1.9 
6.8 
4.5 
5.0 


A 
B 
C 
D 
E 
F 
G 
H 
I 
J 


5.8 
4.5 
3.6 
3.4 
2.6 
3.1 
3.0 
1.9 
6.6 
2.2 



[46] 



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I SCHOOL EFFICIENCY MONOGRAPHS | 

I STANDARDS IN ENGUSH | 

I -^7 John J. Mahoney j 

I Principal State Normal School, Lowell, Massachusetts | 

I A PRACTICAL HANDBOOK FOR TEACHERS | 

I that sets forth standards of achievement | 

I attainable by pupils | 

I '*' I ^HIS book sets forth the minimum standards | 

I X that are to be expected in each year of the | 

I elementary English course. Teachers are told ex- | 

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I The content of a course in English is outlined by grades | 

I as follows: | 

I 1. Specific statement of the aims of instruction. | 

I 2. Suggested illustrative material. | 

I 3. Illustrative oral efforts. | 

I 4. Common errors of speech and spelling. | 

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I Standards in English is a workable course of study i 

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I LABORATORY MANUAL OF | 

I ENGLISH COMPOSITION | 

I By STANLEY R. OLDHAM | 

I Principal of the High School, Norwood, Massachusetts | 

I 'T^'HE aim of this book is to develop the power to speak | 

I X and to write good English by making the high school | 

I student an independent worker in the field of oral and written | 

I expression. | 

I This is accomplished by means of the well-selected and or- | 

I ganized assignments that | 

I 1 Train the student in investigating and collecting data 1 

1 2 Give him practice in arranging material i 

1 3 Enable him to recognize and appreciate enduring literature I 

1 4 Offer him a large number of opportunities to apply what | 

1 he has learned in creative work. 1 

I The book is one of assignments, not of definitions. The tren- | 

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I Teachers like the method, because it transfers from the teacher | 

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I correct. | 

I It aims to be comprehensive, hence the course may be made | 

I as difficult or as easy as the teacher desires. The book is | 

I built to meet the requirements of classes working under j 

I widely different conditions. Owing to the flexibility of the | 

I scheme, it may be used for a two-year, a three-year or a four- | 

I year course. | 

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I investigation, comparison, and practice, and the greatest of these | 

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I SECOND REVISED EDITION | 

I HANDBOOK OF ENGLISH | 

I COMPOSITION I 

j A COMPILATION OF STANDARD RULES AND USAGE | 

I By LuELLA Clay Carson I 

5 Head of Department of English^ Yankton College = 

1 Reeentlf President t,f Mills College 3 

I T T ERE is a textbook which trains the student in accuracy and | 

I Xjl effectiveness in the essentials of English composition; | 

I and the ready, rapid, and unconscious use of correct forms. | 

I Many valuable suggestions and clear explanations of confusing | 

I points assist the student in learning the rules of grammar | 

I and rhetoric. | 

I Grouping and indexing for ready reference aids in securing | 

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I fundamental processes promotes the formation of habits of | 

I accuracy. | 

I It is a compact book of reference and direction. The illustra- | 

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I usage. I 

I The book is used as a textbook in high schools and colleges. | 

I Separate chapters deal with the following subjects: | 

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j ABBREVIATIONS SYLLABICATION COMPOUNDS | 

I SPELLING CONSTRUCTION CRITICISM | 

I MECHANICAL AIDS PROCESSES LETTER-WRITING | 

I COPY FOR THE PRINTER BIBLIOGRAPHY | 

I The appendix contains sections on the following matters: | 

I POETIC FORM SYNONYMS ANTONYMS | 

I HOMONYMS THEME CORRECTION MARKS BUSINESS FORMS | 

I A FEW COMMON ERRORS WORDS OFTEN MISPRONOUNCED | 

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I English Classics — Star Series 

I English Required for College i 

I Entrance Examinations I 

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I Addison and Steele. The Sir Roger de Coverley Papers from \ 

I The Spectator. (Laura Johnson Wylie. ) xlvi-fzoy pages. : 

i Burke. Speech on Conciliation with the Colonies. (Mary A. = 

E Jordan.) Ixxxviii + 1 5 2 pages. j 

I Carlyle, Essay on Burns. (William T. Brewster.) xx+108 j 



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I Eldredge Noyes. ) lxviii-l-75 pages. | 

I *CooPER. The Last of the Mohicans. (William Strunk.) | 

i xviii-i-445 pages. I 

I Eliot. Silas Marner. (Arthur HobsonQuinn.) xxiv 4-231 pages. | 

I Goldsmith. The Vicar of Wakefield. (William Hand Browne. ) = 

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I Macaulay. Essays on Milton and Addison. (Thomas Marc | 

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I Pope. The Iliad of Homer. Books I, VI, XXII, XXIV. | 

1 (William Cranston Lawton. ) xxix+152 pages. | 

I *ScoTT. Ivanhoe. (Carroll Lewis Maxcy.) xl+ 547 pages. | 

I Shakespeare. Julius Caesar. (Albert Harris Tolman. ) Ixvi-f- | 

I 158 pages. I 

I Shakespeare. Macbeth. ( Wilbur Lucius Cross. ) xxviii4-i44. | 

I pages. I 

I Shakespeare. The Merchant of Venice. (Helen Gray Cone.) | 

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I THE HAWTHORNE CLASSICS | 

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I Edited by Edward Everett Hale, Jr., Ph.D., Professor of English | 

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I AMERICAN ESSAYS. 269 pages. I 

I Examples from our four greatest essayists, that can also be | 

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I Five great English stories of varied type. This volume with | 

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I GREEK MYTHS IN ENGLISH DRESS. 256 pages. | 

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I LONGER NARRATIVE POEMS. 271 pages. I 

I Ten of the best narrative poems of the nineteenth century, = 

i varied in style and meter, and of thrilling interest to pupils = 

I of the hero-loving age. These poems might be used in the | 

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I SHAKESPEAREAN COMEDIES. 320 pages. I 

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i Prepared under the auspices of the National Research Council 1 

I NATIONAL I 

I INTELLIGENCE TESTS | 

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§ after an interval of at least a day. = 

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I STANDARD EDUCATIONAL TESTS | 

I Arranged and standardized by | 

I M. E. HAGGERTY | 

I Professor of Educational Psychology, University of Minnesota m 

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I Especially designed for use in high schools | 

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I TERMAN GROUP TEST of \ 

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2126 Prairie Avenue, Chicago 

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Modern Language Tests 

By CHARLES HART HANDS CHIN 

THE author of these tests is a well-known teacher, 
and is the secretary of the National Federation of 
Modern Language Teachers. He knows testing methods, 
as well as languages, and has used these tests in mimeo- 
graphed form in many classes. 

His tests are designed to provide teachers with a con- 
venient and accurate method of measuring the ability of 
students of elementary French and Spanish. Their use 
enables the teacher to rate each pupil according to a well- 
defined standard. Such rating will in some measure 
determine the advisability of having pupils continue their 
language study beyond the elementary stage. The unfit 
may be removed from the class with consequent profit 
to themselves, their fellows, and the teacher. 

The material consists of the folloiuing: 

Silent Reading Test A: French 
Silent Reading Test B : French 
Silent Reading Test A: Spanish 
Silent Reading Test B : Spanish 

These are similar in aim and scope. They differ in con- 
tent in order to provide material for alternate examina- 
tions and to eliminate memory as a factor in the results. 
Either may be used for first- or second-year work in a 
four-year high school. | 

Comprehension and Grammar Test A: French I 

This is to be used with students of first-year French in | 

a four-year high school. i 

Each of the above five tests is furnished in packages | 

containing material sufficient to supply 50 pupils. Each | 

package includes four Record Sheets which give com- | 

plete instructions for administering the tests and con- | 

tain a key to the answers. i 

In ordering any of the above itemsi please give the full | 
title of the test desired. | 

Price per package $1.00 net. (Sold only in packages.) Trans- | 
portation is additional. Sample set sent postpaid for 20 cents. 3 

WORLD BOOK COMPANY I 

YONKERS-ON-HUDSON, NeW YoRK | 

2126 Prairie Avenue, Chicago | 

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LIBRARY OF CONGRESS 



021 774 215 8 ^ 



